ERIC Number: EJ1445221
Record Type: Journal
Publication Date: 2024
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0300-4279
EISSN: EISSN-1475-7575
Available Date: N/A
Practitioners' Perspectives on Children's Engagement in Forest School
Education 3-13, v52 n8 p1568-1577 2024
Forest school is a pedagogical practice widely used in the U.K., and increasingly in other parts of the world. This paper contributes to the growing body of research on forest school by focussing on how children engage with and respond to forest school. It draws on practitioners' experience of working with children to examine their perspectives on how children react to forest school. While practitioners felt the majority of children enjoyed forest school, they identified six specific groups of children who benefit. The findings are related to existing research to explore how the learning environment enables children to experience individual learning journeys at forest school.
Descriptors: Forestry, Learner Engagement, Outdoor Education, Foreign Countries, Rural Schools, Elementary School Teachers, Urban Schools, Teacher Attitudes, Student Experience, Self Esteem, Social Development, Communication Skills, Skill Development, Language Skills, Cultural Influences, Social Integration, Student Development
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A
Author Affiliations: N/A